스포츠 교육 분야 : 체육교사교육의 과제와 연구 - Linda L . Bain 의 전망과 우리의 대응 -

강신복 한국체육학회 1991 국제스포츠 학술대회 Vol.1991 No.-

예.체능계 입시제도의 개선안

강신복,Gang, Sin-Bok 한국대학교육협의회 1985 大學敎育 Vol.13 No.-

체육교육과정 분석과 수준별 교육과정 개발

강신복 한국교육과정학회 1996 교육과정연구 Vol.14 No.2

체육교육의 새로운 전기를 바라며

강신복 한국스포츠교육학회 2004 한국스포츠교육학회보 Vol.- No.35

특집/도시와 체육시설 : 생활체육시설의 운영실태와 문제점

강신복 대한지방행정공제회 1997 도시문제 Vol.32 No.349

國民學校 體育授業의 學習時間 分析硏究

姜信福 師範大學 體育硏究所 1988 서울大學校 體育硏究所論集 Vol.9 No.2

With increased understanding of importance of student timeon task in the process of teaching, it is appropriate to examine the teaching effectiveness in physical education with the ALT-PE system. the purpose of the study was to compare and describe academic learning time in physical education between elementary school teachers with different demographic backgrounds. Total of 26 certified full-time elementary school teachers in Seoul, Korea were selected on the basis of the demographic backgrounds of the teachers. Four demographic backgrounds of the subject teachers include sex, levels of academic degrees earned, years of teaching experiences, and types of professional preparation programs. Three students were randomly selected from each class of 26 subject teacher. These three students were used for collecting data under the assumption that average data for them would be representative of the class. The observation instrument used in this study was the revised ALT-PE system developed by Siedentop, Tousignant, and Parker(1982). This instrument utilizes two levels of decisions during an observation, both on context and learner involvement. Each decision takes place at a different level within the interval, and each interval contains a set of behavioral definitions to descrebe what was observed during a given interval. After receiving the school administrator's and the teacher's permission to observe the class was observed twice on different days during October and November 1988. During observation, an observer listened to a cue tape through earphone jacks for signals to observe and record in alternating six-second interval recording procedures. Two trained persons participated in observation. Before observing the classes, the observers were trained in a sequential task program to be familiar with ALT-PE coding procedures. Inter-and intra-observer reliability were checked to maintain it's satisfactory level with r=.90 or over. Descriptive statistical analysis of the data were conducted. To determine whether significant differences were evident in ALT-PE between teachers with different demographic backgrounds, t-test was performed on all of the variables. On the basis of the results analyzed, the conclusions were drawn as follows. 1. There are differences in the skill practice and game category of ALT-PE between male and female elementary school teachers. 2. There are no differences of ALT-PE between teachers who had 2-year teacher education programs and who had 4-year teacher education programs. 3. There are no differences of ALT-PE between beginning teachers and experienced teachers. 4. There is a difference in the motor appropriate category of ALT-PE between specialists in physical education and non-specialists in physical education.

사범대학 체육교육과의 교육과정 개선방향

강신복 중앙대학교 스포츠과학연구소 1996 體育硏究 Vol.- No.9

체육교육의 도덕성 발달 프로그램

강신복 한국학교체육학회 2000 한국학교 체육학회지 Vol.10 No.1

Physical Education and sports have long been regarded as important mediums for the development of moral character and behavior since morality and its development have been a major concern of school. It is generally agreed among school teachers and practitioners that much progress have bean made in thinking about and studying ethical and moral matters in education and physical education. Muck of writings done by leading scholars in physica1 education remind us to not be so exclusive in our rightful concern about the unique contribution of physical education in dealing with moral and charater education through the subject matter. The purpose of the paper is to review selected literatures in moral education and to give guidelines and theoretical instructional models for teachers and practioners in schools. Throughout the chapter in the paper, Kohlberg’s cognitive-developmental approach to moral development is discussed, besides the other approaches to moral education. Reviews and discussions in greater depth are made with four areas of considerations to development of the programs in moral education: (a) nature of moral dilemmas, (b) nature of the environment (c) role of the teachers and (d) instructional stragegies Guiding principles and models based on Kohlbergian techiques of moral education are also given far school teachers and practionners in physical education.

아시아경기대회와 지방행정 아시아경기대회의 역사적 의의와 중요성

강신복 대한지방행정공제회 1986 地方行政 Vol.35 No.390

N/A

男女共學 體育 프로그램의 構成方向

姜信福 師範大學 體育硏究所 1984 서울大學校 體育硏究所論集 Vol.5 No.1

Co-educational programs in physical education is recently introduced in secondary schools in Korea. Therefore, more efforts are being made by teachers and educators to develop new curricular and instructional model. The purpose of the paper is to review literature related to coeducation program and to develop basic guidelines to implementing the program in schools. The guidelines developed in the paper was made based on the concepts of the Title Ⅸ which was introduced in the United States. Since the implementation of Title Ⅸ in the United States, almost 90% of physical education courses in schools are co-educational. Because of specific sex interests, variances in certain physiological factors, and the amount of physical contact involved, certain courses such as wrestling, football and field hocky may still be offered on a segregated basis. The Title Ⅸ legislation has produced important administrative changes in physical education that affect males and females in the United States. It has challenged teachers and administrators to treat women equally in areas such as scheduling, facilities, finances, and equipment. Although the techniques of teaching co-educational classes will remain the same, the attitudes of many teachers must change. Ability grouping alleviates most of the problems of performance differences, but teachers who formerly taught boys and girls exclusively must learn to work with and understand students of the opposite sex. Some of the guidelines to be considered for implementing coeducational program in physical education are as follow: 1. The class size should be lowered when both sexes are included. Social, academic, or psychomotor problems occur that need the attention of the teachers: large classes would preclude this. 2. Closer study needs to be given to contact sports (basket-ball, football, and wrethling). Research on differences in development of girls and boys, especially in junior high schools, needs further investigation. 3. Better guidelines for evaluation of students in psychomotor skills are needed. Grading is difficult. There is a need for consistency among department members in using standards for performance and methods of evaluation. 4. Teaching instructors need to become aware of the physical capabilities of the female students. 5. Regardless of the areas and contents, all learning experiences should be co-educational. A more diversified elective program will meet the needs of both boys and girls. 6. The co-educational program in long overdue. Student adjustment has been very smooth. Successful experiences for both students and teachers should increase.